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生态学杂志 ›› 2010, Vol. 29 ›› Issue (07): 1458-1462.

• 综述与专论 • 上一篇    下一篇

中美《农业生态学》教材的比较分析

骆世明**   

  1. 华南农业大学农学院生态学系,广州 510642
  • 出版日期:2010-07-08 发布日期:2010-07-08

Comparisons of agroecology textbooks from China and the United States.

LUO Shi-ming   

  1. Department of Ecology, Agricultural College, South China Agricultural University, Guangzhou 510642, China
  • Online:2010-07-08 Published:2010-07-08

摘要: 为了了解《农业生态学》教学的发展趋势,对近30年美国和中国多个作者多个版本的《农业生态学》教材进行了分析。教材的共同特点是:都针对工业化农业存在不可持续的问题提出了农业发展的新构想;都把农业生态学的理论框架定位在农业生态系统层面;提倡农业的新发展方向时都注重能够协调农业社会效益、经济效益和生态效益的工业化农业替代方法。教材的不同特点表现在:在教材引用的典型和例证方面,美国教材除了本国的例子外,比较经常运用多国获得的一手素材,也比较多运用自身研究的结果,个性表现强,中国的教材比较多局限在本国的典型实践经验方面,自身研究成果不够丰富;中国的教材有更加严密和稳定的理论框架和逻辑体系,美国教材的体系变化还比较多。教材的发展方向都表现在:注意平衡生态学基础与农业实践两个部分的教学内容;引入更多的实践方法与丰富的研究成果;教材内容注重了农业可持续发展的社会组织层面;注意通过实验与实习强化学生的动手能力;开始重视视听和网络资源的利用。文章还分析了形成这些特点的原因。

关键词: 西藏, 北京, 小麦, 异地种植, 品质变化

Abstract: In order to understand the development trend of agroecology teaching, the related textbooks written by the authors from China and the United States in recent 30 years were compared and analyzed. The common features of the textbooks are: (1) proposing new directions for agricultural development to overcome the unsustainable problems facing by industrialized agriculture, (2) setting theoretic framework of agroecology on agroecosystem level, and (3) introducing alternatives of industrial methods, which can coordinate the social, ecological, and economic effects of agriculture. The differences of the textbooks from China and the US are: (1) the examples cited in the US textbooks are not only from the country, but also from abroad, many of which are from the US authors themselves, and the ways of the arrangement and expression in the US textbooks are quite personal, while the examples cited in the China’s textbooks are mainly from China, and from the second hand research reports, (2) the theoretical framework and the arrangement logic are more stable and rigid in China’s textbooks but more flexible in the US textbooks. The development trends of the textbooks from the two countries are: (1) paying more attention to balance the contents of basic ecology and agricultural practice, (2) introducing more practical methods and new research results, (3) emphasizing more on the organizational aspects of the society for agricultural sustainable development; (4) strengthening the practical skills of students through laboratory experiments and field activities, and (5) utilizing more visual and internet resources. The reasons for these phenomena were discussed.

Key words: Tibet, Beijing, Wheat, Planting in the different location, Quality variation